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learning from errors versus explicit instruction in preparation for a test that counts

BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024年第1期95卷 11-25页

作者： Metcalfe, Janet Xu, Judy Vuorre, Matti Siegler, Robert Wiliam, Dylan Bjork, Robert A. Columbia Univ New York NY USA Tilburg Univ Tilburg Netherlands UCL London England UCLA Los Angeles CA USA Columbia Univ Dept Psychol New York NY 10027 USA

Background: Although the generation of errors has been thought, traditionally, to impair learning, recent studies indicate that, under particular feedback conditions, the commission of errors may have a beneficial ***: This study investigates the teaching strategies that facilitate learning from errors. Materials and Methods: This 2-year study, involving two cohorts of similar to 88 students each, contrasted a learning-from-errors (LFE) with an explicit instruction (EI) teaching strategy in a multi-session implementation directed at improving student performance on the high-stakes New York State Algebra 1 Regents examination. In the LFE condition, instead of receiving instruction on 4 sessions, students took mini-tests. Their errors were isolated to become the focus of 4 teacher-guided feedback sessions. In the EI condition, teachers explicitly taught the mathematical material for all 8 sessions. Results: Teacher time-on in the LFE condition produced a higher rate of learning than did teacher time-on in the EI condition. The learning benefit in the LFE condition was, however, inconsistent across teachers. Second-by-second analyses of classroom activities, directed at isolating learning-relevant differences in teaching style revealed that a highly interactive mode of engaging the students in understanding their errors was more conducive to learning than was teaching directed at getting to the correct solution, either by lecturing about corrections or by interaction focused on corrections. Conclusion: These results indicate that engaging the students interactively to focus on errors, and the reasons for them, facilitates productive failure and learning from errors.

关键词： discovery learning interactive feedback learning from errors productive failure test effects

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learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate

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BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024年第1期95卷 180-196页

作者： Dresel, Markus Daumiller, Martin Spear, Jana Janke, Stefan Dickhauser, Oliver Steuer, Gabriele Univ Augsburg Dept Psychol Univ Str 10 D-86135 Augsburg Germany Univ Mannheim Dept Psychol Mannheim Germany Univ Bielefeld Dept Psychol Bielefeld Germany

Backgrounderrors can provide informative feedback and exhibit a high potential for learning gains. Affective-motivational and action-related reactions to errors are two forms of error adaptivity that have been shown to enhance learning outcomes from errors. However, little is known regarding the development and contextual conditions of students' error reactions. A theoretically plausible facilitator to this end is the perceived error climate in the *** investigated how students' dealing with errors develops over time and which role the classroom context in general, and the perceived error climate in particular, has for this *** total of 1641 students participated in 69 mathematics classrooms in academic secondary *** error climate alongside students' self-reported individual reactions to errors were assessed in a 2-year longitudinal study with five measurement points over the fifth and sixth ***-curve modelling indicated an, on average, negative development of students' individual reactions to errors. This development varied substantially between classrooms and systematically depended on perceived error climate. A more positive error climate was associated with a less negative development of error *** together, our findings imply a strong need and considerable room for the teachers' support in developing and maintaining adaptive reactions to errors. They also allow for the conclusion that teachers can succeed here by means of realizing a positive error climate in class.

关键词： affective processes cognitive processes contexts of learning error climate in the classroom learning environments learning from errors metacognition motivation secondary/high schools

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learning from errors in digital patient communication: professionals' enactment of negative knowledge and digital ignorance in the workplace

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JOURNAL OF WORKPLACE learning 2023年第5期35卷 432-449页

作者： Jensen, Rikke Amalie Agergaard Jonasson, Charlotte Gartmeier, Martin Parviainen, Jaana Univ Southern Denmark Dept Reg Hlth Res Vejle Denmark Aarhus Univ Dept Psychol & Behav Sci Aarhus Denmark Tech Univ Munich TUM Sch Med Munich Germany Tampere Univ Fac Social Sci Hist Philosophy & Literary Studies Tampere Finland

PurposeThe purpose of this study is to investigate how professionals learn from varying experiences with errors in health-care digitalization and develop and use negative knowledge and digital ignorance in efforts to improve digitalized health care. Design/methodology/approachA two-year qualitative field study was conducted in the context of a public health-care organization working with digital patient communication. The data consisted of participant observation, semistructured interviews and document data. Inductive coding and a theoretically informed generation of themes were applied. FindingsThe findings show that both health-care and digital communication professionals learn through experiences with digital "rule-" and "knowledge-based" errors in patient communication and develop negative knowledge and awareness of digital ignorance. In their joint efforts, they use negative knowledge to "bend the rules" and to explore digital ignorance in efforts to improve patient communication. Originality/valueThis study provides insight into the importance of collaboration between professionals with varying experience of errors in digitalizing patient communication. Such collaboration is required to acknowledge own shortcomings and create complementary negative knowledge to improve digital patient communication. This is particularly important when working with innovative digitalization in health care.

关键词： learning from errors Health-care digitalization Digital patient communication Professional collaboration Negative knowledge Digital ignorance

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learning from errors and failure in educational contexts: New insights and future directions for research and practice

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BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024年第1期95卷 197-218页

作者： Narciss, Susanne Alemdag, Ecenaz Tech Univ Dresden Psychol Learning & Instruct Zellescher Weg 17 D-01062 Dresden Germany Tech Univ Dresden Ctr Tactile Internet Human Loop CeTI Dresden Germany

Background and Aims: Although errors and failures are indispensable parts of the learning process, the current theoretical models and empirical research remain inadequate to provide a comprehensive perspective for learning from errors, considering the roles of different agents, settings, and support mechanisms. Addressing these gaps in the literature, this special issue collects 11 research papers related to learning from errors and failure in educational contexts. In this commentary, we synthesize the findings of these papers with previous work, address conceptual and methodological challenges based on these papers and their implications, and provide suggestions to enhance educational practices. Results: The special issue papers varying in regard to research design, subject domain, participants, and learning setting presented findings about four main themes: (1) contextual factors (e.g. organization and error climate) as an enabler and barrier, (2) individual factors (e.g. motivational beliefs and emotions) in learners' processing of errors, (3) error- or failure- related learning processes, and (4) instructional strategies (e.g. feedback and prompts) to support learning from errors. Critical evaluation of these papers also revealed conceptual (e.g. error vs. failure) and methodological (e.g. generic vs. error- specific measures and instruments) challenges, which also paved the way for directions for future research. Conclusion: Overall, 11 papers in this special issue provide significant empirical evidence about learning from errors and failure in educational contexts. Synthesizing the findings of both these papers and prior research, we also present suggestions to construct an educational environment conducive to learning from errors.

关键词： erroneous example error climate instructional support learning from errors learning from failure

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learning from errors: students' and instructors' practices, attitudes, and beliefs

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MEMORY 2020年第9期28卷 1105-1122页

作者： Pan, Steven C. Sana, Faria Samani, Joshua Cooke, James Kim, Joseph A. Univ Calif Los Angeles Dept Psychol Los Angeles CA USA Athabasca Univ Ctr Social Sci Athabasca AB Canada McMaster Univ Dept Psychol Neurosci & Behav Hamilton ON Canada Univ Calif Los Angeles Dept Phys & Astron Los Angeles CA USA Univ Calif San Diego Div Biol Sci San Diego CA 92103 USA

In some educational contexts, such as during assessments, it is essential to avoid errors. In other contexts, however, generating an error can foster valuable learning opportunities. For instance, generating errors can improve memory for correct answers. In two surveys conducted at three large public universities in North America, we investigated undergraduate students' and instructors' awareness of the pedagogical benefits of generating errors, as well as related practices, attitudes, and beliefs. Surveyed topics included the incorporation of errors into learning activities, opinions about the consequences of studying errors, and approaches to feedback. Many students had an aversion towards making errors during learning and did not use opportunities to engage in errorful generation, yet studied or analysed errors when they occurred. Many instructors had a welcoming attitude towards errors that occur during learning, yet varied in providing students with resources that facilitate errorful generation. Overall, these findings reveal the prevalence of an ambivalent approach to errors: Students and instructors avoid generating errors but prioritise learning from them when they occur. These results have important implications for the implementation of pretesting, productive failure, and other error-focused learning techniques in educational contexts.

关键词： Errorful generation learning from errors pretesting prequestions productive failure survey

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Beyond Psychological Safety - the Role of Direct Supervisor Behavior in Fostering learning from errors at the Workplace

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VOCATIONS AND learning 2021年第3期14卷 533-558页

作者： Smeets, Laura Gijselaers, Wim H. Meuwissen, Roger H. G. Grohnert, Therese Maastricht Univ Sch Business & Econ Dept Educ Res & Dev Maastricht Netherlands Maastricht Univ Sch Business & Econ Dept Accounting & Informat Management Maastricht Netherlands

This study explores how direct supervisors can hinder or enhance how professionals learn from their errors. Extant research has often focused on psychological safety as the main condition for this kind of learning to take place. We expand prior research by exploring which behaviors of direct supervisors effectively facilitate learning from errors in concert with psychological safety. We conducted semi-structured interviews among 23 professionals to gain detailed insights into their thoughts, needs, and the difficulties they encounter. Through content analysis, we identified four critical supervisor behaviors that participants viewed as facilitating learning from errors next to fostering a psychologically safe work environment: (1) providing timely feedback, (2) guidance and elaborate feedback, (3) being accessible and personally involved, (4) organizing joint evaluations. Based on our findings, recommendations are formulated for supervisors that aim to facilitate professionals' learning from errors and their professional development.

关键词： learning from errors Psychological safety Supervisor behavior Workplace learning

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Are all errors created equal? Testing the effect of error characteristics on learning from errors in three countries

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EUROPEAN JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY 2021年第1期30卷 110-124页

作者： Horvath, Dorothee Klamar, Alexander Keith, Nina Frese, Michael Tech Univ Darmstadt Dept Psychol Darmstadt Germany Leuphana Univ Luneburg Inst Management & Org Luneburg Germany Helmut Schmidt Univ Hamburg Germany Univ Bundeswehr Hamburg Hamburg Germany Natl Univ Singapore Dept Management & Org Singapore Singapore Asia Sch Business MIT Sloan Management Kuala Lumpur Malaysia

errors can be a source of learning. However, little is known to what extent learning from errors depends on error characteristics and the context in which the error was made. We tested the assumption that more learning occurs from errors with severe consequences and when the error was made by oneself. We further investigated if and how learning from errors and organizational error culture differs between countries. In two vignette studies (Study 1, N = 118 from the United States;Study 2, N = 588 from the United States, Hungary, and Germany), participants responded to error scenarios that happened to employees at work. As expected, people learned more from errors in terms of affective error learning (Studies 1 and 2) and cognitive error learning (Study 1) if consequences were severe and if the error was made by themselves. Furthermore, we found differences between countries (Study 2) in that participants from the United States learned more from errors and reported more error management culture than participants from Hungary or Germany. Furthermore, the relationship of country and learning was mediated by error management culture. With our studies, we aim to contribute to a better exploitation of the learning potential inherent in errors.

关键词： errors learning from errors country differences error management

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learning from errors is attributable to episodic recollection rather than semantic mediation

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NEUROPSYCHOLOGIA 2020年第0期138卷 107296-000页

作者： Metcalfe, Janet Huelser, Barbie J. Columbia Univ Dept Psychol 1190 Amsterdam Ave New York NY 10027 USA

Many recent studies have shown that memory for correct answers is enhanced when an error is committed and then corrected, as compared to when the correct answer is provided without intervening error commission. The fact that the kind of errors that produced such a benefit, in past research, were those that were semantically related to the correct answer suggested that the effect may occur because the error provides a semantic stepping stone to the correct answer: the Semantic Mediation hypothesis. This hypothesis seems at odds with the finding that amnesicsgenerate answers, again including those studied by Tulving and his colleagues-who purportedly have spared semantic/implicit memory-experience enormous difficulties when they commit errors. Accordingly, the present experiments investigated whether the error-generation benefit seen in typicals was attributable Semantic Mediation or to Episodic Recollection. In Experiment 1, we used polysemous materials to create Congruent (e.g., wrist-palm) and Incongruent (e.g., tree-palm) cues for target words (e.g., HAND). In the Congruent condition, participants generated errors that were semantically related to the target (e.g., finger), and which could have provided a semantic mediator. In the Incongruent condition they generated errors that were unrelated to the target (e.g., coconut), and which, therefore, should not have provided a semantic mediator. The Congruent and Incongruent conditions both produced an error-generation benefit-contradicting the Semantic Mediation hypothesis. Experiment 2 showed that the error-generation benefit only occurred when the original error was also recollected on the final memory test. Indeed, in the Incongruent condition, when the error was not, itself, recalled, error generation resulted in a deficit in memory for the correct response. These results point to episodic/explicit, rather than semantic/implicit memory, as the locus of the 'learning from errors' benefits.

关键词： learning from errors Episodic memory Amnesia Test effects Semantic mediation Recursive reminding

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Fostering medical students' clinical reasoning by learning from errors in clinical case vignettes: effects and conditions of additional prompting procedures to foster self-explanations

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ADVANCES IN HEALTH SCIENCES EDUCATION 2019年第2期24卷 331-351页

作者： Klein, Martin Otto, Baerbel Fischer, Martin R. Stark, Robin Saarland Univ Dept Educ Saarbrucken Germany Ludwig Maximilians Univ Munchen Univ Hosp Inst Med Educ Munich Germany

The present study aims at fostering undergraduate medical students' clinical reasoning by learning from errors. By fostering the acquisition of negative knowledge about typical cognitive errors in the medical reasoning process, we support learners in avoiding future erroneous decisions and actions in similar situations. Since learning from errors is based on self-explanation activities, we provided additional prompting procedures to foster the effectiveness of the error-based instructional approach. The extent of instructional support in a web-based learning environment with erroneous clinical case examples was varied in a one-factorial design with three groups by either presenting the cases as (a) unsupported worked examples or by providing the participants with (b) closed prompts in the form of multiple-choice tasks or (c) with open reflection prompts during the learning process. Despite significant learning progress in all conditions, neither prompting procedure improved the learning outcomes beyond the level of the unsupported worked example condition. In contrast to our hypotheses, the unsupported worked example condition was the most effective with respect to fostering clinical reasoning performance. The effects of the learning conditions on clinical reasoning performance was mediated by cognitive load, and moderated by the students' self-efficacy. Both prompting procedures increased extraneous cognitive load. For learners with low self-efficacy, the prompting procedures interfered with effective learning from errors. Although our error-based instructional approach substantially improved clinical reasoning, additional instructional measures intended to support error-based learning processes may overtax learners in an early phase of clinical expertise development and should therefore only be used in moderation.

关键词： Medical education Clinical reasoning learning from errors Reflection prompts Cognitive load Self-efficacy

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Inclusive leadership and employees' learning from errors: A moderated mediation model

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AUSTRALIAN JOURNAL OF MANAGEMENT 2019年第3期44卷 462-481页

作者： Ye, Qingyan Wang, Duanxu Li, Xi Zhejiang Gongshang Univ Sch Management 18 Xuezheng St Hangzhou 310018 Zhejiang Peoples R China Zhejiang Univ Sch Management Hangzhou Zhejiang Peoples R China

Despite burgeoning interest in employees' learning from errors in recent decades, the current understanding of the impact of leadership on employees' learning from errors is still very limited. To fill this void, by integrating the role identity theory into the cost-benefit analysis framework, this study developed a moderated mediation model to investigate the effects of inclusive leadership on employees' learning from errors and tested this model using data collected at two points in time from 206 employees in China. Consistent with our hypotheses, the results show that inclusive leadership was positively related to employees' learning from errors and that this relationship was mediated by employees' psychological safety. The results further demonstrated that employees' power distance moderated the direct relationship between inclusive leadership and employees' psychological safety and the indirect relationship between inclusive leadership and employees' learning from errors through psychological safety in such a way that the relationships were stronger when the power distance was lower. These findings extend the relevant literature and have important implications for cross-cultural and diversity management.

关键词： Cost-benefit analysis inclusive leadership learning from errors power distance psychological safety

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